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2. Images, Speech Balloons, and Artful Representation: Comics as Visual Narratives of Early Career Teachers

Author

Lawrence, Julian, Lin, Ching-Chiu, and Irwin, Rita

Abstract

The ways in which teachers adjust to challenges in the process of becoming professionals are complicated. Teacher mentorship, however, is an important step to creating and sustaining a strong professional career. This article discusses new understandings from a Canadian research project: "Pedagogical Assemblage: Building and Sustaining Teacher Capacity through Mentoring Programs in British Columbia". Through our use of an a/r/tography informed methodology in teacher mentorship, we have come to understand how the use of comics permits an unfolding of visual narratives as a unique way of contextualizing the complex stories of teaching and learning. Our motivation in employing comics as research outputs is built upon the creation of a product that is reflective of practice and collaboration, and which forms a communicative whole with the broader education community. In this article we provide a macro analysis of the teachers' sequential narratives by exploring the possibility of merging comics and curricular languages in light of our mentorship comics; then continue with a micro analysis showcasing the collaborative research process of a teacher's story. We also discuss audience response regarding how comics can be utilized to support and strengthen teachers' professional growth. We aim to provoke new possibilities of comics through our research in teacher mentorship, as well as create new spaces for arts-based educational research in a broader educational arena.

Published
2017

5. Secret Identities in the Classroom: Negotiating Conceptions of Identity with Comics and Bilingual Grade 4 Students

Author

Lawrence, Julian

Abstract

Most educators are unfamiliar with ways to use comics and cartooning, thus classroom opportunities for students to engage in a medium they love are uncommon. In this study, I investigate integrating the language of comics into classroom learning strategies and research some of the ways writing//cartooning can help students negotiate conceptions of identity. I wrote a lesson plan that weaved connections between making comics and curriculum, and taught the twenty-five participants sequential narratives through freehand cartooning. The study investigates some of the ways drawing fictional comics support bilingual grade four students' learning and negotiations of identity in the classroom. This is a qualitative research project that gathers data in the form of student-generated art and one-on-one audio interviews with three participants. A/r/tography informs the study's progress as I research grade four students' understandings through comics. Conceptions of identity and authorship emerge in the participants' comics, as well as my in my own explorations of life-writing. A class of twenty-five bilingual students participated in this study. Due to time constraints and the large volume of data generated, I narrowed the scope of the study to three participants, thus creating opportunities for more detailed analysis of information. Data tracking was supported by theories of authorship such as "l'auteur complet" [the complete author] (Groensteen, 2012a; Uidhir, 2012) and "l'écriture féminine" [the feminine writing] (Cixous & Clément, 1986; Sellers, 1996; Taylor, 2014). Deeper analysis of the students' comics reveals that the perception/drawing/meaning systems (Cohn, 2012) involved with image-making create unconscious (Hancock, 2009; Jung & Franz, 1964) pathways for students to engage and negotiate identity. In this way, they are personally invested in the narratives they create and thus engaged to learn and explore. This engagement is amplified when their works are to be displayed and, especially, printed, as they were in this study. Students can tell stories, express concerns, and resolve issues when they make comics. Thus, implications for practice include, but are not limited to, finding methods to incorporate more comics into curriculum, legitimizing academic departments of comics studies, and investigating the intersectional, unconscious and multimodal relationships students negotiate when they draw comics by hand.

Published
2017

6. Developing schools as learning communities : towards a way of understanding school organisation, school development and learning

Author

Stern, Lawrence Julian

Subjects
371, Education & training
Abstract

Grounded in philosophy, organisations theories and ideas of learning, three themes are developed in this thesis. First, seeing schools as systems (more specifically as communities), implying a need for the research to discover evidence of this systematic nature and how it might change. Second, investigating the nature of hierarchy in schools (and how this relates to schools as developing systems), again, implying a need for the research to discover evidence for and explore the nature of hierarchies. Third, trying to understand learning in schools (learning by individuals and groups in schools, including student teachers, and how this learning is related to school development), implying a need for the research to explore the use of the views of school participants in a dynamic, changing, system. These three themes came together in the work on schools as distinctive types of communities, as learning communities. From a concern with therapeutic models, developed a number of methodological approaches including the use of 'real' and 'ideal' understandings, and the use of 'sincerity' in research. In this context, three sets of primarily qualitative school based and university based studies were completed, in order to: * * develop and pilot techniques for discovering the views of members of the school community (including student teachers), as ways of exploring the nature of school organisation and exploring school and individual development; investigate the use of the views of members of a school community, to contribute to the development of schools and individuals. The research found evidence supporting the significance of the idea of school as a community (as described by John Macmurray), hierarchically structured in some ways like the state (in Aristotle's sense). In these ways, schools are seen as having a special role in making people more real.

Published
2002

7. Serious Funny Papers: A Contextual Examination into the Making of an Acadomic.

Author

Lawrence, Julian

Subjects
*DIGITAL technology, *GRAPHIC novels, *COVID-19 pandemic, *ACADEMIC discourse, *COMIC books, strips, etc.
Abstract

In this academic comic (or acadomic) I reflect on impacts to the creative process when reconceptualizing and recontextualizing a comics-based research (CBR) project as an acadomic for an edited book during the Covid-19 pandemic. The lockdowns intensified computer-mediated-communication (CMC) and I am compelled by two years of virtually exclusive engagement with digital technologies to explore the impact unrestrained online activities have on my creative comics practice, on my conceptions of research, and on my experiences as a teacher. Analysis of this process and its impacts is realized through a mixed research methodology that explores the impacts of conceptualizing and making an earlier acadomic, which in turn documents a comics-based research project between university students and a national charity as they successfully collaborate on the creation of a graphic novel. I probe the boundaries of academic writing by visualizing and performing Baudrillard's theoretical violence to critique digital intensification through metaphor, semiotics, and comics. The work for this article was undertaken during the rolling pandemic lockdowns in the UK and around the world from 2020 to 2022. Academic theory and the medium of comics problematize the digital simulacrum as I action a utopian pedagogy that supports balance between traditional and digital techniques. [ABSTRACT FROM AUTHOR]

Published
2022
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8. Julian Lawrence - Relational Connections Through the Space of Learning: Exploring Youths’ Experiences of Filmmaking with Comics

Author

Lawrence, Julian

Subjects
ComputingMilieux_PERSONALCOMPUTING, 190599 Visual Arts and Crafts not elsewhere classified, FOS: Arts (arts, history of arts, performing arts, music), GeneralLiterature_MISCELLANEOUS
Abstract

Youth filmmaking is considered as a relational practice through the analysis of a case study that took place in an informal learning setting. Comics are employed as a research form allowing us to investigate and portray Sally’s story through a biographical-style sequential narrative. We visualize her experience through various encounters with the space of learning and identify characteristics of informal learning spaces that encourage youth to create meanings from filmmaking as media arts practice. This visual essay provides a contextual and unique outlook into Sally’s struggle and joy of learning, thus allowing teachers, educators and academics to ponder the role of relationality in youth arts engagement.The presentation reflects on the use of comics as both research methodology and findings output. Some of the focus will be on the challenges that arise when creating academic comics for scholarly publications. Topics include maintaining anonymity, referencing in comics, mechanical type vs. hand lettering, and implementing editorial revisions.

Published
2020
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12. Fairer share-out

Author

Lawrence, Julian Gaisford-St

Subjects
Wages, Employee benefits, Human resource management, Employment, Salary, Employee benefits, Banking, finance and accounting industries, Business, Business, international
Abstract

From Mr Julian Gaisford-St Lawrence. Sir, The contrast between the remuneration of Alan Greenspan and Richard Grasso is obscene. May I suggest a simple and elegant solution? Have them both [...]

Published
2003

13. Recall of Emotional Words

Author

Susan Karp Manning and Lawrence Julian

Subjects
Gender Studies, Arts and Humanities (miscellaneous), Categorization, Recall, media_common.quotation_subject, Taboo, Emotional words, Experimental and Cognitive Psychology, Content (Freudian dream analysis), Psychology, media_common, Developmental psychology, Learning effect
Abstract

Summary A three-trial learning study was performed to clarify relationships between the emotional content of words and recall. Upsetting words in sex, bathroom, and violence categories were matched to neutral words also in three categories. The design controlled for confounds in previous studies whereby emotional words were easier to categorize than neutral words. The results showed better learning for emotional versus neutral stimuli. Further breakdown of the data indicated virtually the entire learning effect to be ascribable to the taboo categories (sex and bathroom), while the violence category words acted much as the neutral stimuli.

Published
1975
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15. THE LAST WORD.

Author

Muir, David, Lawrence, Julian, Richfield, Jon, Urben, Peter, Patrikios, Adoni, Dunn, Jo, and Hutchings, Adrian

Published
2018

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